What is Needed to Respond to Teacher Wellbeing in a Trauma Affected School: A

Collaborative Action Research Study

Section 1: Background

Sunday, 4 April 2021 7:20:44 PM

The school where I teach has a relatively high number of students in foster care or who have
been subjected to some degree of complex childhood trauma. I am always drawn to the
students labelled as ‘naughty’ and who are generally in trouble at lunchtime and disengaged
in their learning. Last year, I taught HASS to a year 4 class, and in that class, a boy called
Jackson lived in a house where children’s services had staff working on a rotational roster. I
instantly felt sorry for him and his situation. During lunch breaks, I went out of my way to
build a relationship with him and each week, as our relationship developed, his engagement
in his work improved. Despite this, I found after each lesson with his class, I was mentally
and emotionally exhausted. We spoke about his weekly visits with his parents, and he told me
about the places his carers would take him on the weekends. I genuinely cared and wanted to
hear about everything, but at the same time, I also needed him to engage in his learning and
complete the work. It was a constant battle.

I have some knowledge of Trauma-Informed Practices (TIP), so I implemented some and saw
positive results. However, this year, his classroom teacher has no experience and struggles.
She is trying hard to form a relationship but is challenged by the need to maintain high
curriculum expectations as a result of our administration’s priority to ensure that all students
are performing. It is evident that her wellbeing is suffering, and she is often in tears, which is
a relatively common theme at my school despite teachers being provided some PD on TIP.
My own experiences and discussions with colleagues have led me to want to delve deeper
into this issue.

A research question such as “What is needed to respond to teacher wellbeing in trauma

affected schools?” I think would be an ideal area for further research. I would use an action
research methodology for this research question, as it would allow all the teachers to work
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through phases to challenge and bring about change to improve outcomes. As teachers we
work collaboratively in order to improve our own practices. The action research methodology
would enable myself and my colleagues to engage in the process that firstly helps us
understand what is happening in our classrooms, then evaluate our practices in order to
implement change and then finally evaluate again once the changes are in place.

Introduction

Daily teachers are engaging with and responding to children who have experienced
some degree of Complex Childhood Trauma (CCT). CCT is recurring threats of violation or
violence between a child and another person, often someone they rely on for love and
protection. These experiences include emotional, sexual or physical abuse; maltreatment or
neglect; or witnessing domestic violence (Tobin, 2016). Theoretical understandings of trauma
and John Bowlby’s (1958) attachment theory explain how complex trauma impacts a child’s
neurological and brain development, along with their emotional and relational skills and
inability to engage successfully in the school environment (Howard, 2019; Tobin, 2016).
Howard (2019) believes that trauma victims often demonstrate challenging behaviours in the
school environment, which have troubling effects on teachers’ personal and professional
wellbeing. Teachers responding to the emotional and behavioural outbursts of trauma victims
often find their wellbeing and empathy slowly diminishing, with some eventually leaving the
profession in a bid to protect their mental health (Christian-Brandt et al., 2020; Howard,
2019; Luthar & Mendes, 2020).

According to the Australian Childhood Foundation (2010) and Tobin (2016), as a

result of CCT, trauma victims have shorter attention spans, lower academic success and
delayed language abilities. Furthermore, Tobin (2016) adds that the educational setting may
be highly challenging to a traumatised child's brain systems. A sentiment echoed by Howard
(2019), with her findings suggesting that traumatised children fail to reach academic
expectations as they struggle to engage in the curriculum. This disengagement is regularly the
precursor to behavioural outbursts, which affect themselves, peers and teachers…..

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A review of the literature highlights the importance of teachers and leadership

personnel being knowledgeable and having the capacity to implement TIP into schools
successfully (Chafouleas et al., 2016; Howard, 2019; Thomas et al., 2019). Howard
(2019) suggests that teachers are more likely to accept the school and personal
responsibility to engage with and accommodate trauma victims if they had access to
training on the topic. Her research indicated that 76% of 351 educators felt the need to
develop more skills and knowledge in TIP. Purtle’s (2020) systematic review aimed to
evaluate the effects of trauma-informed professional development. His research showed
that staff knowledge, behaviours, and attitudes related to TIP improved considerably
once teachers engaged in TIP training. Despite positive findings, the results need to be
viewed with caution. Despite TIP enthusiasm growing significantly, is it less clear to
what extent standalone staff training converts into effective practices in the school
setting, an area that requires further study.

Rationale – sort of , is also fine.

His research was conducted immediately following teacher training, with no

indication of the training's long-term impact on staff or student outcomes.

As evident in the literature, teachers who work with trauma victims are exposed to
ongoing high levels of stress, which can have many adverse effects on their wellbeing
(Thomas et al., 2019). Christian-Brandt et al.’s (2020) research highlights that little
attention is given to the needs of teachers who teach in trauma-affected schools.
Therefore, this is an area for possible research to gain a deeper understanding. Purtle
(2020) supports this notion and suggests that a need for a profound understanding of
teacher burnout and wellbeing as it pertains to working with traumatised children
exists. Based on the reviewed literature and gaps in research, the purpose of this study is to
explore the strategies and support systems that teachers require for them to feel
supported and maintain healthy wellbeing when working in a trauma-affected school.
The research question, as noted above, is, What is needed to respond to teacher wellbeing in
trauma affected schools?”

Purpose of the study and gap identified.

Section 2: Methodology

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The research study will collect and analyse quantitative and qualitative data in
demographic data, survey, teacher interview and reflection notes and observations.

Methodologically, the study will be drawing upon the theoretical underpinnings of

Collaborative Action Research (CAR), a variation of Action Research (AR) which James and
Augustin (2018, p. 333) define as “one of the signature pedagogies in teacher education”.
Based on the seminal work of Kurt Lewin, AR is an approach to solving a problem within a
contextualised social framework. A CAR strength is that it places teachers at the centre of
research-into-practice. They are viewed as learners where they identify an issue as
problematic and work through iterative cycles of collaboratively planning, observing, acting,
and reflecting to find creative solutions to inform and improve their social and educational
practices (Manfra, 2019). This systematic and intentional approach is effective despite a few
fundamental limitations being evident. James and Augustin’s research (2018) considers that
all teachers must be willing to scrutinise their practice and develop a deep understanding of
the study's methodology and goal. Burns and Westmacott (2018) believe some teachers may
not have the self-confidence, skill or capacity to engage in research studies. Furthermore,
school culture must be supportive of teachers as researchers as the hierarchy of schools does
not always align with the democratic nature of CAR (James and Augustin, 2018; Mertler,
2018)

Various models and variations of AR exist that suit different contexts and research
goals. The Hopkins, Elliott and Macintyre models are examples of varying AR models, each
with its own principles and considerations (James & Augustin, 2018). Despite the
idiosyncrasies of these models, the conceptual frameworks are consistent with the belief that
the individuals directly invested in education are the ones in the best position to instigate and
provoke changes and improvement in it. Additionally, they contest that action and theory
impact each other, and without one another, they are meaningless (Burns, 2015; James &
Augustin, 2018). Different approaches or models
identified
As this study is based on teachers working collaboratively in the research process,
CAR is the most suitable methodological approach. Castro Garces and Martinez Granada
(2016) suggest CAR engages teachers to work together to reflect on their pedagogical
practices while simultaneously strengthening the opportunities for the outcomes to be fed
back into schools in a more significant and critical way. Sagor (1993) adds to this notion that
through CAR, teachers work together to investigate a common issue while concurrently

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creating an active community of professionals. As this study aims to understand the needs of
teachers working in a trauma-affected school in relation to their wellbeing, it requires a team
of teachers across the school to engage and act as co-researchers to enable a broad scope of
knowledge, skills and expertise. Manfra (2019) suggests that collaborative approaches
effectively support teachers in transforming their teaching practices. Furthermore, CAR
mitigates power battles as all participants take an active role as researchers. The team's action
research is achieved through all group members' critically analysed action (Castro Garces &
Martinez Granada, 2016).

A strength of the CAR approach is that it allows teachers to inquire into their
practices. Therefore, the data is relevant, meaningful, and brings beneficial change for their
students and themselves, which is ideal for this proposed research study on teacher wellbeing
as it relates to teachers personally (Castro Garces & Martinez Granada, 2016; Christian-
Brandt et al., 2020). Additionally, this approach allows for all participants' perspectives to be
considered through Kemmis et al.’s (2014) concept of practice architectures that encompass
the particular ‘doings, ‘sayings’ and ‘relatings’ of the context. As teachers conduct their
research collaboratively, they will observe and reflect on their sayings, doings and relatings
in responding to trauma victims in a heightened situation and how their actions contribute to
escalating behaviours.

CAR is based on the principle that teachers are active participants working
collaboratively following a cycle of inquiry and reflection phases which differs from other
methodologies (Burns, 2015; Manfra, 2019). Unlike CAR, self-study is a methodology
Comparison
aimed at building new understandings that assist that individual teacher. These new with one
understandings can further inform others, but unlike CAR, self-study does not involve other
methodolog
others as co-researchers, so it was not the chosen methodology (Taylor & Newberrry, y
2018)…..Furthermore, disseminating new knowledge and understandings to others to initiate
more significant change is a common practice shared by self-study, teacher inquiry, and CAR
methodologies (Dana & Yendol-Hoppey, 2019; Mertler, 2018; Taylor & Newberrry, 2018).

Section 3: Methods of Data Collection

Section A: Data Collection

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Multiple broad range data sources will be collected and utilised throughout this study
to unpack the research question. The school’s demographic data is an existing data set that
comprises of quantitative and qualitative data that will be used in cycle one to gain insight
into all students' backgrounds. This data is the most relevant as it informs the researchers how
many trauma victims are enrolled, how severe the issues are across the school, and gives a
better understanding of the bigger picture at the school and not just within the walls of one
person’s classroom. Additionally, the data allows the researchers to understand the types of
trauma involved, age, social class, siblings, attendance, grades, behaviour records, parental
income, and special needs. This data set allows for the research project to be targeted to the
teachers working with trauma victims. Existing data explained

The proposed research study has been developed in three cycles; each cycle includes
collecting and analysing various data forms to determine the emerging themes that then
inform the research's direction (Mertler, 2018). This study's data will be collected through
an initial survey, reflection and observation notes, feedback from professional
development (PD) sessions, interview notes, and the demographic data drawn on in the
initial planning stage (James & Augustin, 2018). The participants will consist of 6
classroom teachers from various year levels who teach at a school of 650 students. There will
be a mix of males and females who have been teaching for a few years to more experienced
teachers incorporating a range of experiences and knowledge.

A broad-based survey will be conducted in cycle one to collect information on

teacher’s attitudes, professional development needs and knowledge. 30 minute one on one
interviews with each participant will be conducted in cycle two to gather information on
teacher wellbeing and support networks. Sagor (1993) highlights a benefit of interviews: they
provide actual voices and precise words that add credibility. As the teachers being
interviewed are co-researchers, the interviews allow their experiences to be documented.
Interviews will consist of set questions such as ‘Tell me how you feel when X is having an
outburst and disrupting your lesson?’ and ‘Currently what support networks do you have
available to you at school?’

Observations for 30 – 40 minutes will be conducted by co-researchers using a

structured template to ensure ethical guidelines have been met along with specific
information being collected, such as strategies used, student and teacher responses and
nonverbal behaviours. Research shows that teachers value observing colleagues in a similar

Other data forms and details of data collection provided- 5

could also be in a table form
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context to their own as it encourages collegiality and dialogue of real-world concerns

(Tezcan-Unal, 2018).

Section B: Ethics, trustworthiness, and significance

When designing the CAR research project, ethics, trustworthiness, and significance
are essential factors that have to be considered. The National Statement of Ethical Conduct in
Human Research (NSECHR) (2007) principles are adhered to in all stages of the process. For
example, using demographic data, a target group of teachers will be identified and invited to
participate in the study. From this target group, participants will volunteer to become co-
researchers. They will be informed of the research goals and methods to ensure complete
transparency and trustworthiness; then, consent will be obtained (Australian Government,
2018). The research design will be transparent and explicit in each cycle, as research shows
(Mockler, 2014); this allows the research to be plausible and has significance to participants
and the community. The collection, use, management, analysis and sharing of data has been
developed adhering to the ethical principles in the NSECHR. Therefore, data collected and
analysed will be de-identified and pseudonyms used to protect teachers and students'
confidentiality (Australian Government, 2018; Mocker, 2014).
Ethics discussed.

Section 4: Plan of Practitioner Inquiry

This CAR study will use the cyclic AR process, where each cycle consists of
planning, action, observation and reflection phases (McFerran et al., 2016). This study will
take over one semester of the school year (approximately 20 weeks) and consist of three
cycles.

Cycle 1

A survey will be conducted with all staff to collate data on their personal opinions,
wellbeing, knowledge of trauma and TIP and what they believe they need to be supported
(Howard, 2019). Using existing demographic data, a focus group of teachers will be targeted,
consisting of teachers who are impacted by teaching trauma victims; these staff members will
be invited to join the project. Informal discussions will gather data on the PD needs and own
perspectives and experiences of the co-researchers. Research goals and processes will be
discussed with all team members. Furthermore, initial contact will be made with Berry Street
to engage with a trauma expert in later cycles to provide consultation and PD opportunities.

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James and Augustin (2018) advocate that outside experts can bring about change through the
CAR approach.

Once the study group has formed, researchers will collaboratively analyse the existing
demographic data and data from the survey. Group members will work in pairs and be
observed analysing and reflecting on the data. As most of the demographic and survey data is
quantitative, researchers will code and categorise the descriptive data, and themes will be
identified (Sagor, 1993). Additionally, aspects within in psychological wellbeing dimension
of the DoE Staff Wellbeing Framework will be reviewed and analysed (Department of
Education, n.d.). The themes emerging from the data analysis will be teachers limited
knowledge on TIP, support networks, their ability to respond effectively to trauma
victims and their overall wellbeing (Howard, 2019). The findings, themes and reflections
from cycle one provides the impetus for planning and action in the following cycle
(Mertler, 2018).
Data analysis as an ongoing process of AR discussed
Cycle 2

The planning in this cycle is based on the themes identified in cycle one, and those
themes form the basis of the structured observation template and interview questions
(Mertler, 2018). Researchers will conduct classroom observations of teachers teaching and
record comments on the teacher's strategies, verbal and nonverbal behaviours, classroom
environment, and TIP being implemented. One-on-one interviews will also occur with each
teacher to gather data on their experiences, feelings, wellbeing and responses to trauma
victims’ outbursts. Consultation with a trauma expert to inform PD focuses based on the
observational, interview and survey data. Co-researchers will have informal discussions about
strategies they use and their overall wellbeing and attitudes. Research suggests that sharing
pedagogical practices and experiences is necessary and rewarding in the CAR approach
(Castro Garces & Martinez Granada, 2016). Researchers will collate, reflect upon, analyse
and triangulate the data for a holistic, comprehensive view while simultaneously
identifying key themes (Lee-Kelley, 2019; Mertler, 2018). This qualitative data analysis
will be performed based on Sagor’s (1993) notion of interrogating the data using a
matrix and will also focus on the doings, saying and relatings that occur in each
classroom to draw common themes. This process allows the team to visualise the data to
interthread into the planning phase of cycle three (Sagor, 1993).

Cycle 3 Data analysis as an ongoing process of AR discussed

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Lack of knowledge of TIP is a theme identified in cycle two, and therefore it forms
the basis for planning in cycle three. In this cycle, a trauma expert from Berry Street will run
a PD session for the team members based on data drawn from the previous cycle’s data
analysis. Observations of each researcher will occur to collate information using a structured
ethically approved template focusing on the strategies taught in the PD session and how
effective the teachers are at implementing them into their daily practice. As cycle three has an
increased focus on developing staff capacity, the researchers will reflect on how effective
they believe the strategies learnt in the PD session were. Along with if they feel being
provided with targeted PD sessions is enough support from leadership to improve their
wellbeing. Collaboratively team members will draw conclusions by analysing the
observational data and notes from informal discussions in relation to the research question.
Disseminating the findings to the whole school staff will share the study's successes,
limitations, and impacts concerning the school's teaching practices (James & Augustin,
2018). Furthermore, the conclusions of the research may lead to future research.

Data analysis and dissemination discussed.

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Appendix:
Weekly Reflections

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